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AERA 2012: Non Satis Scire: To Know Is Not Enough:

Starting this week, Vancouver will host AERA 2012 conference. AERA has been my favorite conference with its scope, quality and mission for advancing knowledge about education and promoting quality research. This year’s theme is “Non Satis Scire: To Know Is Not Enough”. Emphasizing the use of educational research for serving public good, the conference attracted researchers around the world on various educational research topics from assessment to technology enhanced learning. My research, in the last couple years, intended to marry teacher education and technology fields and below are the sessions that I will present some of the work that I conducted with my colleagues on these topics. Hope to see you in some of them.

  1. Baran, E., Wang, W., Tai S. D., Schmidt-Crawford, D., Thompson, A., Kara, A. G., Yurdakul, I. (2011). Examining Teachers’ TPACK Through the Lens of Classroom Observation. April 17 8:15-9:45 at Vancouver Convention Center, Floor First Level – East Ballroom B
  2. Baran, E., Correia, A. P., Thompson, A. (2012). Transformative Dimensions of Online Teaching. April 16 4:05-5:35 at Vancouver Convention Centre / East Ballroom B
  3. Khan, S. & Baran, E. (2012). A Synthesis of the Research on Community Service Learning in Science Teacher Education. April 14, 2:15-3:45  at Vancouver Convention Center / West Room 222
  4. Joint Business Meeting of Test Validity Research and Evaluation SIG, Large Scale Assessment SIG, Advanced Studies of National Databases SIG, and Computer and Internet Applications in Education SIG April 14 4:05-7:30 at Marriott Pinnacle, Third Level – Pinnacle III

 

Computer and Internet Applications in Education AERA SIG

I am happy to announce that I have recently been elected to serve as the Chair (2-year term begins in 2012) of the Computer and Internet Applications in Education SIG at AERA. I am excited to take this leadership position at AERA and enhance the types of sessions offered by the SIG as well as the educational research in this area.

This year the SIG meeting will be held during AERA on Sat, Apr 14 – 4:05pm – 7:30pm Building/Room: Marriott Pinnacle, Third Level – Pinnacle III. Vancouver. Consider joining the meeting if you would like to learn more about the ways to get involved in the SIG.

More information on AERA, online program and SIGs can be found at https://www.aera.net/

Currently on Facebook Sabatical

I have currently come across with the Read Write Web article titled “Now is the Time to Quit Facebook” and noticed that I was late to discover “I am not on Facebook group” as well as  http://www.im-not-on-facebook.com/ and @notonfacebook‘s Twitter. While reading the comments on the article, I liked one user comment on how she took a Facebook sabbatical and wished she could quit completely. Other people’s stories continue with different reasons to quit (i.e. the definition of friendship, loneliness, privacy, jealousy etc.)

About 6 months ago without knowing that this group existed I took my own Facbook sabbatical. I had no problems of Facebook addiction or spending many hours on Facebook, or lurking other people’s profiles. My Facebook usage was moderate, as I was also an instructor teaching Social Media and constantly integrating Facebook into my teaching. I created FB groups for my classes, fan pages for the companies, joined professional development groups, and formed professional connections with my colleagues as well as family, friends, acquaintances etc- anybody I knew could go under this overarching group “friends”. I personally and professionally see a lot of value in using Facebook for supporting and even building these connections and a venue which we should all pursue as a cultural playground.  My reason for taking the Facebook sabbatical was simply to experiment with “not using Facebook” except the e-mail option. As a teacher and researcher of educational technologies, I simply wanted to explore the value of this technology in my life. Here is my initial impressions on what happens when you take a Facebook sabbatical (notice no quitting, but taking a sabbatical in my own terms):

  • You don’t get notifications on your friends’ birthdays, and therefore don’t feel guilty about sending late birthday messages. You simply stop  congratulating “stuff” on Facebook. Unless anybody informs you about their wedding, new born baby, new house, new job, new break up, new publication, or a new relationship through e-mail or phone (which doesn’t happen very often), you just don’t know what happens in people’s lives.
  • You stop posting your pictures on Facebook, and even though have couple urges to post the pictures of awesome places you visit, your sweet cat or newborn baby, quiting all those gives you a liberation. You stop taking pictures just to put on Facebook (or share), but take them because you want a nice memory of a moment.
  • You start reading about privacy, develop some consciousness around the concept. You start forming your own privacy rules instead of letting a software’s default options decide for you. After all, you know that there is a big data and an elaborate analysis behind the interface decisions on these programs, and everything is placed there for a reason. You start taking control of your own usage, just like you do with other programs.
  • You start exploring other networks, partly because of  making professional connections and sharing (My twitter usage increased in the last 6 months.).
  • You experiment with the “critical use”, being critical in the actions,  reasons, goals, relationships, connections, and access within the online spaces.

I am not alone! A simple google search resulted in quite a big number of people quitting Facebook and experimenting with it. Here is the one on quitting and returning to Facebook.

As an educator and researcher of learning technologies and cultures, I see a great value in these kind of experiments to uncover the conventions and habits in our lives that we tend to accept as they are and not question their meanings and values. As a qualitative researcher, one can also practice making invisible visible, familiar strange, and strange familiar. My Facebook sabatical experiment will continue, after all “All the cool kids are quiting Facebook now” (Also see The Facebook Resisters on New York Times and facebooksabbatical.com)

* Picture from facebooksabbatical.com

Learning Analytics 2012 kick off

This week, I started my first Massive Open Online Course (MOOC) experience: Learning Analytics 2012.  For the next eight weeks, I will be writing my posts here regarding my thoughts on the topic of learning analytics as well as sharing resources on educational data mining, academic analytics, and business analytics as related subjects to this topic.

Learning Analytics 2012 came at the right time, because recently, within the Media and Graphics Interdisciplinary Center (MAGIC), we have started forming a research/discussion group around Learning Analytics (LA) to see what LA can offer researchers from different disciplines such as health, education, computer science, and HCI in terms of tackling around the analysis and visualization of data related to learning in both formal and informal learning environments.

My interest in learning analytics stems back to my earlier interest around understanding learner behavior and interaction within informal environments such as social networks. Because of the rise of the mobile technologies in recent years, more and more data is created by the learners that can help us track, analyze, and make sense of learner interaction that does not necessarily happen in traditional formal learning environments. I think that data is very powerful and is mostly neglected in our analysis of learner actions.

I am also interested in learning more about how LA can contribute to reconceptualization and reorganization of our current traditional educational approaches, and what it has to say about the structure of the programs, curriculum, and institutions. This course, by itself, is already challenging our established beliefs around online learning, student role, and teacher role within a massive open learning environment.

One other aspect that I would like to explore is the ethical side of conducting learning analytics including the issues around privacy. A quick search on privacy + analytics in google led me to the websites related to analytics user management. I am curious about what learner analytics has to say about user controlled data and other privacy related issues on the web.

More on #lak12 can be accessed on the course website, twitter, bookmarks on Diigo, and wiki. On a related note, 2nd Learning Analytics and Knowledge Conference will be held here in Vancouver this April.

Using IOGraph to illustrate qualitative data analysis process

I am currently conducting a data analysis on an extensive collection of data sources. Even though I experimented with different qualitative data analysis tools in the past (NVivo, Dedoose etc.), I still find Word processor the most effective tool in the initial phases of  data analysis as I organize the data and get familiar with it. I have recently come across with Dr. George Veletsianos’s blog post on “Visualizing a 45-minute writing session” where he explains his use of IOGraph to track the mouse movements as he writes in Scrivener. IOGRaph basically turns your mouse movements on the screen into an illustration which is a powerful way of looking at your interactions on the interfaces. I did a similar experiment like George today, but this time tracked my mouse movements during a 50 minute data analysis session that I conducted on  questionnaires. As you see in the picture, the process looks rather messy, as I worked on 10 different documents and tried to compile them into one. The darker circles are the ones on this compiled document.

I might conduct another session in the later processes of data analysis to see if there is any change. Can you think of other experiments that we can do to illustrate the research processes?

 

Reader Meter: Calculating the cloud sourced research impact

Recently, I came across with Reader Meter, a web application that calculates the research impact using the cloud sourced data. It is supported by Mendeley and currently is free of use. This time the impact is calculated based on the bookmark data that is created by people sharing the paper over Mendeley. The Reader Meter is created by Dario Taraborelli, who is also very active at Wikimedia. While ReaderMeter is still in its infant stage, the initiation is very innovative in terms of where the cloud sourced research impact calculations are going. Here are couple posts that might be interesting to read, one from Dario Taraborelli and one review from Finn Arup Nielsen.

Here is the screenshot of my research impact, not perfectly accurate in terms of co-authorship, however gives a nice overview of the citations.

 


Google Scholar Citations is now open

This week I was finally notified about my activated Google Scholar Citations profile. Google Scholar Citations help scholars track their publications by checking who is citing their publications over time, view publications by colleagues, and create a public Google Scholar profile that appear in Google Search. This is a great new service not only for calculating the citation metrics but also creating a space for scholars to display, share and discover each other’s work.

While this is a valuable service, Martin Fenner in his blog post, critiques these different platforms that provide researcher profiles with different calculation metrics, and argues creating a common “open bibliography” as a solution.

What I liked about Google Scholar Citations is the option of automatic addition of my newly published articles to my profile. I can always go back, check and revise these entries.

Here is a screenshot of my Google Scholar Citations public profile.

For more information, check Google scholar blog and Google Scholar website.

New publication is fresh out the oven: Transforming online teaching practice…

One of the articles I wrote as part of my dissertation is now published online at the Distance Education’s November 2011 issue. In this article, we formulated a critique of the standards- and competency-driven vision of online teaching from the lens of transformative learning theory, and offered an alternative perspective. My further upcoming articles will be elaborating more on the transformative dimensions of online teaching that were proposed in this article.

It took almost 2 years to write this article due to the challenges of writing a critical review. I had struggled finding a theoretical frame that could help me formulate a sound critique on the current literature on online teaching. My path towards finding a frame took me finally to my readings on critical theory, and Paulo Freire. While critical theory did not quite fit to my needs at that time, I was introduced with the concept of “empowerment”. As I researched more about “empowerment and teachers”, I came across with the Mezirow’s writings and others’ on Transformative Learning Theory. It was ‘love at first sight’.

And here is the article,

Enjoy!

Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers
Authors: Evrim Barana*, Ana-Paula Correia and Ann Thompson
Abstract: Understanding what is lacking in the online teaching literature is critical to help- ing researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- and competency-driven vision of online teaching from the perspective of transformative learning theory, in order to offer an alternative exploration of the professional development of online teachers as adult learners. The results indicate that while research about online teacher roles and competencies guides the development of teacher preparation and training programs, it lacks in terms of addressing the issues of empowerment of online teachers, promoting critical reflection, and integrating technology into pedagogical inquiry. An alternative perspective is suggested that considers teachers as adult learners who continu- ously transform their meaning of structures related to online teaching through a continuous process of critical reflection and action.

Prezi: Leaving your comfort zone

We recently did a presentation at MAGIC lab’s monthly social with my new research team here at the University of British Columbia. The purpose of the presentation was to introduce our past and present research and open the conversation about possible collaborative projects that connect the human computer interaction and educational technology research areas. I used Prezi to create the presentation.

Couple years ago, I created my PhD portfolio presentation with Prezi and noticed how this new tool pushed me in organizing my thoughts in a very different way. I have always complained about the linearity of power point presentations which have always been very convenient for us in creating the presentations. However, the more I saw the dull presentations at the conferences which presented the content in endless bullet points and provided limited opportunity for audience to engage with the presentation content and the presenter, the more I realized that I had to leave my confort zone and find a different way that would promote design thinking and presentation style. Prezi came in the right place at the right time.

Many would talk about some strategies for creating better power point presentations, using 7 lines the most on a single slide or creating visually rich formats like Pecha Kutcha.However, I believe that there is a fundamental problem inherent to the Power Point technology no matter how different we use the tool. Tools have affordances and limitations for performing certain tasks, and these affordances many times create certain conventions and ways of doing things with the tools. That is why we are so used to creating presentations with  ”slides”, or “text”, or number of slides connected to each other in a “linear” or “standard” way. One could say it is not about the tool but more about how we use the tool to tell our stories. But, I think it is also about the tool, and the inherent characteristics of the tool that interacts with, reshapes, and redefines our tasks.

Prezi changes the way I organize my thoughts. I put my ideas on the board, connect them, and focus on what every single word or image would support my idea and storyline. I create my own templates or use the ones that are created and shared by others. It takes some time to get used to Prezi, but with practice you get better at organizing and presenting your ideas. You just need to be ready for a little bit of challenge and adventure.

Here I am sharing my presentation created on Prezi. Due to the time limits, I used a a template that was created and shared on the website.

New TPACK Publication at the Turkish Online Journal of Educational Technology

Recently, we were notified that our paper has just been published at the Turkish Online Journal of Educational Technology (TOJET)’s October issue. The paper is an expanded version of the keynote we delivered at the International Computer and Instructional Technologies Conference that was held in Konya-Turkey last year. Our collaborative work which produced this paper started during my time at Iowa State University with the visit of Dr. Hsueh-Hua Chuang, professor from the National Sun Yat-sen University, Taiwan. She is also my major professor-Dr. Ann Thompson’s one of former doctoral students. In the paper, we presented some of the current research and development efforts that used TPACK framework in different teacher education settings. The paper is currently have an open access at TOJET‘s website.

Here is more information on the paper:

Title: TPACK: An Emerging Research and Development Tool for Teacher Educators

Abstract: TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using the construct in both research and development projects. In this paper, the TPACK construct is defined and several current research and development projects that use the TPACK framework are described. The strength of the TPACK framework in research and evaluation work in technology integration is discussed, along with future directions for this work.

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